Time and Location of Lectures: Tuesdays - 5.30pm – 6.30pm Boyd Orr Building:
203 ... Qualitative methods are those research techniques concerned broadly
with ..... 'Deep Play: Notes on the Balinese Cockfight', The Interpretation of
Culture.
Course Title: Course Code: Course Co-ordinator: E-mail: Location: Office hours:
Qualitative Methods URBAN 5035 Dr Jo Ferrie
[email protected] Adam Smith Building by appointment
Lectures: Tuesdays 5:30-7:30pm on 20 September 5:30-6:30pm from 27 September - 29 November 2016 VENUE: Adam Smith Building: 1115 Dissertation Training: Tuesdays 6:45-7:45pm from 27 September – 22 November 2016 Tutorial 01: St Andrew’s Building: 218 Tutorial 02: Adam Smith Building: 711 Tutorial 03: Adam Smith Building: 1103 Tutorial 04: Adam Smith Building: 702 Tutorial 05: Adam Smith Building: 704 Tutorial 06: Adam Smith Building: 1102 Tutorial 10: Adam Smith Building: 1101 Tutorial 11: Adam Smith Building: 1104 PhD and 1+3 Students only Wednesdays 2-3pm from 28 September – 30 November 2016 Tutorial 07: Western Infirmary Lecture Theatre: 112A Tutorial 08: Adam Smith Building: 1103 Tutorial 09: Boyd Orr Building: 213 Introduction Qualitative methods are those research techniques concerned broadly with non-mathematical, naturally occurring and non-experimental research practices that look to uncover the meanings and significance of the wide variety of evidence that social researchers collect. Qualitative research includes a broad range of approaches and research techniques. The purpose of the course is to introduce students to a number of the most commonly used of these approaches and techniques. These tools include in-depth interviews and focus groups as well as the gathering of data based on observation and textual information. The course aims to develop a practical understanding of the philosophical underpinnings, application and analysis of qualitative methodology for those working in the social sciences. The lectures are designed to give students grounding in why social science researchers use particular methodologies and how they may fit into a broader examination of society. The dissertation training sessions are designed to give students time to try out, discuss and critically examine how qualitative methods work in practice, with a view to planning their own research dissertation/thesis. The goals of the course are to give students a) robust introductory knowledge of a range of qualitative methods; b) the ability to build a solid research design; c) the skill to find appropriate qualitative methods that relate to their inquiries and d) the tools and experience to start to implement Qualitative Methods such as interviewing, focus groups, and participant observation with skill and confidence. Assessment The sole assessment (100% of the total assessment) will be in the form of a 4000 word essay to be submitted by 4 p.m. on Tuesday, 10 January 2017 to the Graduate School Office Mailbox. Further details concerning the assessment will be circulated in class during late September/early October 2016. Re-submissions: All students who receive a mark of D1 or below on the essay have the right to re-submit. Re-submissions are based on the same essay assignment and students are to address the weaknesses highlighted by the original markers. The marks of the re-submitted essay will be capped at C3. Final degree
classifications are based on the original mark and NOT the mark of the re-submitted essay. Resubmissions should be made before 1 September 2017. Lecture and Tutorial Attendance Lecture and tutorial attendance is tracked and monitored. Students who do not attend the lectures or tutorials are likely to do poorly in this class and individual sessions will not be available to cover material already discussed at length during the course meetings. If you are having a problem attending lectures, tutorials or completing the course assignment on time, you must discuss this with the course co-ordinator. It is important to address any issues that may prevent you from completing this assignment (academic, health, personal) in a timely fashion and long before the due date. Extensions for the essay WILL NOT be granted for workload conflicts except in very extreme circumstances. Course Delivery Semester 1: For full course timetable and venues please see Section 1.8 Summary – College Course Details The dissertation training sessions will be run by tutors, who have extensive experience with Qualitative Methods. Please feel free to approach the tutors with minor problems related to the course. Please note that the tutors have heavy demands on their time outside the tutorial classes and responding to student emails is not part of their job description. As such, you are advised to seek guidance during the weekly tutorial sessions if at all possible. If you cannot raise your issues or questions during the tutorial sessions please contact the course convenors on the emails detailed above. The lectures will introduce students to the week’s topic. The dissertation training sessions are designed to allow students to discuss these issues in greater depth, raise questions and engage in practical exercises to give them some experience with the practice of Qualitative Methods. For each week, there is a set exercise or discussion topic. In order to make an intelligent contribution to these sessions, you will need to finish the required readings before class. In addition, you will need to keep up with the reading on a weekly basis in order to finish the course essay on time. Course Reader and Reading The course is supported by a general course ‘reader’ which can be found on the associated Moodle site. This ‘reader’ consists of selected articles and chapters and is designed to facilitate understanding of key issues. Additional course readings consist of books, book chapters, articles from scholarly journals and original source material such as interview transcripts, government documents, etc. Unless otherwise noted, all the books (including those listed by individual book chapters) are in the Glasgow University Library (GUL) or in the Adam Smith Library (ASL). All of the required articles can be obtained from the library website via the e-journals link unless otherwise noted. It is difficult to recommend a single textbook for the course given the range of requirements of different students and the content of the course itself. For a strong and comprehensive overview of qualitative methodology and a practical guide to actually doing research we recommend the following two texts: •
Bryman, A. 2004, 2 ed. OR 2008 3 ed. Social Research Methods, Oxford: Oxford University nd Press. Ample copies of the 2 edition are on short loan in GUL. Referred as Bryman below. (main text)
•
Ritchie, J. and Lewis, J. 2003. Qualitative Research Practice: A Guide for Social Science Students, London: Sage. Five copies on short loan in GUL, one in the Adam Smith. Referred to as Ritchie and Lewis below.
nd
rd
Other useful texts (in alphabetical order): These all provide more information on the topics for the course and would be particularly useful if you needed more information for your course assignment. Also listed are a few dozen journal articles under the course sections below and these are available online. You are NOT expected to read all of these books or even all of the articles, this is merely to help you find additional information as needed/wanted! Coffey, A. and Atkinson, P. 1996. Making Sense of Qualitative Data: Complementary Research Strategies, London: Sage. Denzin, N. and Lincoln, Y. (Eds.) 1998. Strategies of Qualitative Inquiry, London: Sage Publications. Denzin, N. and Lincoln, Y. (Eds.) 2003. The Landscape of Qualitative Research: Theories and Issues, London: Sage. Denzin, N. and Lincoln, Y. (Eds.) 2005. The Sage Handbook of Qualitative Research. London: Sage.
Dey, I. 1993. Qualitative data analysis : a user-friendly guide for social scientists, London: Routledge. Flick, U., von Kardorff, E. and Steinke, I. (Eds.) 2004. A Companion to Qualitative Research. London: Sage. th
Frankfort-Nachmias, C. and Nachmias, D. 2000, 6 Edition. Research Methods in the Social Sciences. New York: Worth. George, A. and Bennett, A. 2005. Case Studies and Theory Development in the Social Sciences. Cambridge: MIT Press. King, G., Keohane, R. and Verba, S. 1994. Designing Social Enquiry: Scientific Inference in Qualitative Research. Princeton: Princeton University Press. Mason, J. 2002. Qualitative Researching, London: Sage. Miles, M. and Huberman, M. 1994, 2nd ed. Qualitative data analysis: An expanded sourcebook, London: Sage. Morgan, D. 1988. Focus Groups as Qualitative Research, London: Sage. Richards, Lyn. 2005. Handling Qualitative Data. London: Sage. Rudestam, K. and Newton, R. (2001). Surviving Your Dissertation. London: Sage Publications. Seale, C. 2004.Social Research Methods: A Reader. London: Routledge. Silverman, D. 2005. Doing Qualitative Research. London: Sage Silverman, D. 2006. Interpreting qualitative data: methods for analysing talk, text and interaction, London: Sage Publications. Yin, R. 2003, 3rd ed. Case Study Research, London: Sage Course Outline: Please note, the curriculum is currently being reviewed and so below is a guide based on last year’s provision: it is subject to change. Please note that the delivery date of certain sessions is subject to change Block 1 Research Design and Strategy Lecture 1 (20 September): Introduction: Qualitative Methods Traditions (Dr. Lito Tsitsou, SSPS) Block Block 1 Research Design
Date Sept 20 5:30 7:30
Sept 27 5:306:30
6:45 – 7:45
Title Social Research Methods Induction Lecture: What are Qualitative Methods? There is in fact no easy answer to this question as many different research traditions and techniques are contained under this broad heading. In this introductory session we will examine some of these different traditions, their philosophical underpinnings and the types of research questions these different methods were developed to address. Research Design Lecture: This lecture will introduce students to the elements and construction of research designs for qualitative projects. A research design is a plan/strategy for a research project that has yet to be carried out and often forms the heart of a research proposal for an MSc or PhD dissertation/thesis. In this session we will discuss how to link research questions to certain types of qualitative evidence collection and analysis in student research proposals. We will also discuss the operationalization of a study's core concepts and the validity and reliability of different kinds of evidence. Dissertation Training: This session will discuss the process of formulating a research question(s) and the process and purpose of conducting a literature review. Students will debate the purpose of a literature review, and how to ensure it relates to the research question. We will discuss possible ways of developing research questions to express your research interest and how this will them impact on the literature
Lecturer Dr Jo Ferrie, SSPS
Dr Kelly Kolman, Politics
review.
Block 2 Methods
Oct 4 5:30 – 6:30
Literature Reviews Lecture: This lecture will unpack the steps required for a rigorous and complete literature review. It will also spend some time considering the value of a systematic review. From finding the material that informs the review, to synthesis and production of a clear chapter, this lecture will help students master this vital element of their dissertation.
6:45 – 7:45
Dissertation Training: Developing a research proposal Please find research proposal examples on Moodle. What is the purpose of a research proposal? Why is it needed, and who is the audience? What is a research strategy?
Oct 11 5:30 – 6:30
Interviews, elite interviews and focus groups Lecture: This session will introduce students to the elements and construction of interviews and consider how best to collect data using oral communication. Taking a fairly practical and pragmatic approach, the lecture will unpack some of the issues that emerge in the field and conisder ethics. The lecture will continue by focusing on the role of elite experts and the challenges in reaching and using this source. There will also be some attention to focus groups, that allow researchers access to collective processes of meaning-making; they make possible an investigation of the ways in which understanding, disagreement and consensus are produced and managed in the interactions between individuals. This session will outline both the potential uses and limitations of focus group research drawing, in part, on my own experience of using focus and reading groups in research projects. It will address practical issues surrounding recruitment of participants and group composition, organising and running focus groups and effectively recording focus groups.
6:45 – 7:45
Dissertation Training: Reflecting on different interview styles. During this session students will be invited to participate in a mock interview situation to understand different styles and the experience of being interviewed. You may have had similar experiences in other courses or in doing field work, but here we hope to generate a more critical and reflexive discussion based on your experiences. We will ask you to reflect on both the theoretical and practical aspects of carrying out structure, semi-structured and unstructured interviews.
Oct 18 5:30 – 6:30
Ethnography and participant observation Lecture: In this lecture we will look at the primary method of social and cultural anthropology, and a methodological approach which is becoming increasingly popular across the social sciences: ethnography. The lecture traces something of the evolution of the method from its origins in the early twentieth century to the diverse set of practices which come under the umbrella ‘ethnography’ today; and, drawing on ethnographic research from around the world, explores the strengths and limitations of ethnographic research methods. The lecture focuses in particular on some of the ethical challenges posed by a method which actively positions itself in opposition to the objectivity and distance of positivist research, addressing not only the practice and ethics of data collection but also of writing and representation.
6:45 – 7:45
Dissertation Training: Participant Observation and Microresearch. In this session students will use Philippe Bourgois’ article, “Just Another Night in a Shooting Gallery” to discuss how the micro view gained by Participant Observation compares with the sort of statements you can make using other research methods examined in the course. Students will also discuss the ethical (and moral) implications of ethnographic research and whether and how insights into the ethics of ethnographic fieldwork can shed light on and raise questions about the ethics of research practice across the social sciences.
Oct 25 5:30 – 6:30
Social Media Lecture: In recent years, digital communications have played an increasingly greater role in everyday life, fundamentally affecting
Dr Kelly Kolman, Politics
Dr Jo Ferrie – SSPS
Dr Lucy Pickering Sociology
Dr Dounia Mahlouly Sociology
interpersonal and social relations. This session will discuss how social science researchers can harness the potential of online and mobile media to better understand how society is changing. In addition to present different types of digital data and associated analysis tools, this session will address their possible integration with more "traditional” methods and discuss the key ethical issues that are inherent in carrying out research in fast-changing online environments. The primary aim of this session is to introduce key concepts and techniques in digital research, equipping students with sufficient knowledge to be able to review the relevant literature independently and identify which of these methods - if any - could be useful in the pursuit of their research interests.
Block 3 Analysis
6:45 – 7:45
Dissertation Training: Using Online Sources as Data
Nov 1 5:30 – 6:30
Participant Action Research Lecture: Students will be introduced to co-productive research strategies that are situated in communities that share ownership of the research project, and ownership of concern for resolving a particular social problem. The lecture will also examine some innovative ways of generating research data such as using photographs, artworks, music and play. The lecture will consider the moral implications of research that is founded in grassroot practices.
6:45 – 7:45
Dissertation Training: Exploring the ontological basis of PAR, and discussing the dilemma of having (or not having) a political standpoint when doing qualitative research. Grounded Theory Lecture: This lecture gives an overview of Grounded Theory outlining the objectives of the Grounded Theory method and reasons for using it. Furthermore, the lecture introduces the key stages in using Grounded Theory, with particular attention paid to developing codes and writing memos. In the final part the lecture addresses some of the main debates and challenges in using Grounded Theory, in particular the role of prior knowledge and the use of existing literature as well as the position of the researcher. Moreover, the lecture looks at some of the challenges and opportunities arising from working in different languages.
Nov 8 5:30 – 6:30
6:45 – 7:45 Nov 15 5:30 – 6:30
6:45 – 7:45
Nov 22 5:30 – 6:30 6:45 – 7:45 Nov 29 5:30 – 6:30
Dissertation Training: Students will analyse an interview to demonstrate the ease and challenges of coding. Discourse Analysis Lecture: This session will introduce students to the discursive analysis approach, most usefully used to explore communication between people whether this be interviews, conversations, newspaper articles or policy texts (in the last two cases we explore communication between the author and the audience). The session will provide an overview of theoretical ideas which posit a link between language use and social processes. It will also introduce some conceptual and practical tools necessary to get started in conducting discourse analysis with a particular focus on approaches adopted within critical discourse analysis. Dissertation Training: Discourse Analysis in Practice In this tutorial, the students have a short interview to analyse using the DA approach. The interview is a genuine interview done by Ed Bradley with Michael Jackson after he had been accused and arrested for molestation. There are a number of ways of analysing a script, but there are three aspects that students should be able to identify in this script: interpretative repertoires, ideological dilemmas and subject positions. These will be introduced fully within the lecture. Case Studies & Process Tracing Lecture:
Dr Jo Ferrie SSPS
Dr Helen Hardman CEES
Dr Jo Ferrie SSPS
Dr Kelly Kolman - Politics
Dissertation Training: Phenomenology Lecture: Students will be introduced to phenomenology, a qualitative approach that places the participant’s perspective of their world (known as the ‘lifeworld’) as the central focus. Emerging from philosophy, this perspective owes much to the work of Husserl and his ideas of consciousness and how ‘truth’ can be found by understanding how the world appears to people. Further contributions
Dr Jo Ferrie SSPS
from Heidegger, Sartre and Merleau-Ponty have seen the perspective evolve to examine the nature of existence. As such, researchers are required to employ ‘epoché’: a suspension of their own lifeworld as they try to absorb and then portray the lifeworld of their participants. As with other qualitative approaches, analysis is conducted thematically with emphasis placed on experiences of embodiment, spatiality, temporality and intersubjectivity. 6:45 – 7:45
Dissertation Training: Approaching the ethics form This tutorial will deal the ethics forms, will go through analytically each section and will discuss how students should approach this process. Students are required to have studied the form in advance of the tutorial.
